Gareth Morgan’s Lexis is the culmination of nearly 50 years of Greek pedagogy at the University of Texas at Austin newly updated for the 21st century. It applies principles of the inductive reading approach to instruction not only of syntax but also of morphology. Notably, it relies heavily on morphophonemic analysis (in short, what markers go where when constructing a word) so that students learn to predict and deconstruct final forms with far less reliance on prescribed charts traditionally requisite for reading Greek. The approach makes a range of Greek dialects accessible, so the book is suited for students and teachers with any interest, from Homer to Koine and everything between. To quote Stanley Lombardo, a student of Gareth Morgan’s original Lexis, “this stuff really works.”

An Online Thesaurus of Teaching Material is available for teachers using the book. Please contact me for details. It includes discussion of the book’s pedagogy, suggested schedules for regular track and intensive courses, detailed lesson plans, and supplementary exercises.

For those curious about morphophonemics and using a linguistics approach to teach ancient languages, here is a short working bibliography:

  • Knudsvig, G. & D. P. Ross. 1998. “The Linguistic Perspective.” In R. LaFleur (ed.) Latin for the 21st Century: From Concept to Classroom. Glenview, Illinois: Scott-Foresman: 25-35.
  • Major, W. E. and B. Stayskal. 2011. “Teaching Greek Verbs: A Manifesto.” Teaching Classical Languages 3: 23-42. (Link)
  • Sweet, W. E. 1951. “A Linguistic Approach to the Teaching of Latin.” Language Learning 4.1-2: 42-53.
  • Wallace, R. 2007. “Using Morphophonology in Elementary Greek.” The Classical World 100.2: 133-141. (Link for those with access to JSTOR)

Morphological Awareness in the U.S. English Language Classroom

  • Baumann, J. F. et al. 2002. “Teaching Morphemic and Contextual Analysis to Fifth-grade Students.” Reading Research Quarterly37: 150-176.
  • Berninger, V. W. et al. 2009. “Growth in Phonological, Orthographic, and Morphological Awareness in Grades 1 to 6.” Journal of Psycholinguistic Research 39.2: 141-163.
  • Carlisle, J. F. 2000. “Awareness of the Structure and Meaning of Morphologically Complex Words: Impact on Reading.” Reading and Writing: An Interdisciplinary Journal 12: 169-190.
  • Mann, V. & Singson, M. 2003. “Linking Morphological Knowledge to English Decoding Ability: Large Effects of Little Suffixes.” In E. M. H. Assink & D. Sandra, eds., Reading Complex Words: Cross-linguistic Studies, NY: Kluwer Academic: 1-25.
  • McBride-Chang, C. et al. 2008. “What’s in a Word? Morphological Awareness and Vocabulary Knowledge in Three Languages.” Applied Psycholinguistics 29: 437–462.
  • Nunes, T. & Bryant, P. 2006. Improving Literacy by Teaching Morphemes. London: Routledge.
  • Tighe, E. L. & Binder, K. S. 2015. “An Investigation of Morphological Awareness and Processing in Adults with Low Literacy.” Applied Psycholinguistics 36: 245-273.